1. Read Aloud, When Sophie Gets Angry
This is engaging story that has great demonstrations of feelings. Carefully use the illustrations, and body language of the main character. I gave the students multiple opportunities to share with partners and in whole group.
2. Students Pre-writing Activity: Students create a bubble web for the word feelings. They can demonstrate their knowledge with words or pictures depending on levels.
3. Students respond to prompt, tell about a feeling that you have had before. The students should create a “story” response to this prompt.
Reflection of Lesson
The students were highly engaged in this activity. The writing that the students produced was really neat. They were able to not on demonstrate their knowledge of feelings, but also their writing skills. I look forward to using this lesson as part of the SEL Curriculum that we use in first grade.
Jennifer Blome
First Grade
3/15/10 (Lesson delivered)
4th Qtr SEL Lesson from Connected and Respected Curriculum
Grade 1, Lesson 9
Conflicts and Problem Solving
Vocabulary/Big Ideas: Conflict, BIG problem, small problem, no problem, and skit
Our lesson began with a fun gathering activity. It was length in the sense of students creating sounds. It was fun to connect.
Our activities included a skit between siblings and an introduction to the “ABCD” method of problem solving. We discussed each element right after the skit, without using the acronym. Then I introduced the method after we had already gone for it.
We closed our lesson with the “Yes-We-Can!” It was a powerful lesson that was engaging and meaningful. Students were activity involved with the problem solving process and learned a kid-friendly version for conflict.
Jennifer Blome
First Grade
4/5/10
4th Qtr SEL Lesson from Connected and Respected Curriculum
Grade 1,
Lesson 10
Assertiveness
Vocabulary/Big Ideas: Conflict, BIG problem, small problem, no problem, and the ABCD’s of conflict
Our gathering was a great way to assess students. They shared their feelings/moments about when they have felt strong on the inside. The students were able to share wonderful moments. Now, I just need to find a way to document their performance and their level of achievement on the rubrics/standards.
I tweaked the lesson quite about for clarity and continuity of the previous lesson. I like it when lessons can build/bridge upon each other.
Jennifer Blome
First Grade
Past Lessons(Lesson #1 and #2)and Extensions (One for each lesson.) Lesson #1 Making Connections
I found this lesson to be very applicable to our daily needs in first grade. It was really nice to start a new program with the students today. I found myself eager and excited, which made the kids feel the same too. They were engaged in the topic of listening, it was meaningful to their lives, and really quick. The lesson lasted for about 35 minutes. I had everything written on the board. I think the agenda listed out helped the students to anticipate our next move. When we did our summary the students knew the closing was near.
I found the activity a little confusing in the book, so I tweaked it a little. We role-played right from the start. I modeled good and poor listening. Students observed right away and gave feedback during our discussion. Then we moved into some partner sharing with our own talking sticks. The students loved this, as they picked topics from our brainstorm (favorite foods, places, animals, colors, and games).
During our summary we made a list of what good listeners do. We stayed on topic and had to re-direct some ideas. For example, someone said, “We don’t hit or kick when someone is talking.” I said, “Your right, we try to stay calm. Safety is a rule we follow in school all the time.”
Upon completing this lesson, my students had gym class. I wish the transfer from this lesson had been a little greater. They seemed to have “dropped” the skill rather quickly. Will need to go back to the extension activities and check back frequently to the poster (every hour).
Extension Activities with Literature
We read Franklin’s New Friend by Paulette Bourgeois. I forgot how much I love Franklin’s stories. It was very meaningful and the students could relate to the feelings of being “new”, “alone”, and “unsure”. It was a great read and discussion.
We also read The Mixed-Up Chameleon by Eric Carle. This story was easily enjoyable and relatable to real life feelings. In addition to the lengthy discussion, we responded to the story with a writing activity. The students finished the sentence starter, “ I wish to/for _ ”. Most students picked something they wanted to learn, some students picked something they wanted.
Lesson #2 Creating a Positive Classroom Environment
I really enjoyed this lesson. It was powerful and made me think about being more positive. People do need us to help them feel comfortable and important. Put-ups are a natural part of my day. But I would like them to be more specific and meaningful. I am reading this case study book for my master’s program written by Myers and Manning, it details how a first year teacher made more connections with kids after “talking” about them. It is ok give skill oriented put ups.
I taught the lesson in about 40 minutes. They really liked Maria’s story and responded well to putting her heart back together. We actually taped up the put down heart pieces onto the put up heart to add another visual/physical connection. Like Dr. Bailey says, “Connections on the outside help make connections on the inside”. I look forward to see the kids transfer this knowledge into other areas of our classroom. Tomorrow is a new day!
Extension Activity “Car Wash”
We helped each other “sparkle” as they went through the “Put-Up Wash”. The kids really enjoyed it. I didn’t really like the reference to dirty cars. I think I would like to use the words “dull” and “sparkly”. We can use the “Put-Up Wash” to help each other shine in the future.
Jennifer Blome
First Grade
4/29/10 (Lesson delivered)
4th Qtr SEL Lesson
Self-Awareness
Vocabulary/Big Ideas: Self-esteem, feeling complete, satisfied, puzzled, quest, etc.
Our lesson began with a fun gathering activity. We played a game of telephone with the sentence frame, “I like_ .“
We read the story Pezzettino by Leo Lionni. The students loved the story of little Pezzettino who is searching for his “bigger piece”. We engaged in thoughtful dialogue with the big ideas.
The students created “pezzettino” projects made out of little squares. The each named their character and wrote a story about it.
For example, “The Wise One with a Long Neck” (would be a smart giraffe).
We closed our lesson with an author’s chair of our pictures and stories.
Debbie Bond
Lesson 8 from the book, 104 Activities That Build written by Alanna Jones.
Lesson Name: Personal Flag p. 183 (Self-discovery games and activities section).
The objective is to express yourself in a creative way and to share about your life with others in the group.
*I had shared this lesson with other teacher, J. Bome, and she had just read the book about Benny Benson and the Alaska Flag and made flags with her class.
I introduced the flag story but didn't finish it. I was worried the students who copy the Alaska flag so I didn't complete the story. I model examples on doing a personal flag. Then students created their own. It was a great way to share things we like to do. We found out more informatin about each other even though we've been together the whole year.
Later, we finished the Alaska Flag book and I am glad I did. I'll do this project again next year!
I hope to do several more of the activities from 104 Activities That Build. They all look worthwhile and very fun!
First Grade
Winter 2010
First Grade 3rd Quarter Writing Prompt
Harcourt Story: Tell Me a Story
Procedures
1. Read Aloud, When Sophie Gets Angry
This is engaging story that has great demonstrations of feelings. Carefully use the illustrations, and body language of the main character. I gave the students multiple opportunities to share with partners and in whole group.
2. Students Pre-writing Activity: Students create a bubble web for the word feelings. They can demonstrate their knowledge with words or pictures depending on levels.
3. Students respond to prompt, tell about a feeling that you have had before. The students should create a “story” response to this prompt.
Reflection of Lesson
The students were highly engaged in this activity. The writing that the students produced was really neat. They were able to not on demonstrate their knowledge of feelings, but also their writing skills. I look forward to using this lesson as part of the SEL Curriculum that we use in first grade.
Jennifer Blome
First Grade
3/15/10 (Lesson delivered)
4th Qtr SEL Lesson from Connected and Respected Curriculum
Grade 1, Lesson 9
Conflicts and Problem Solving
Vocabulary/Big Ideas: Conflict, BIG problem, small problem, no problem, and skit
Our lesson began with a fun gathering activity. It was length in the sense of students creating sounds. It was fun to connect.
Our activities included a skit between siblings and an introduction to the “ABCD” method of problem solving. We discussed each element right after the skit, without using the acronym. Then I introduced the method after we had already gone for it.
We closed our lesson with the “Yes-We-Can!” It was a powerful lesson that was engaging and meaningful. Students were activity involved with the problem solving process and learned a kid-friendly version for conflict.
Jennifer Blome
First Grade
4/5/10
4th Qtr SEL Lesson from Connected and Respected Curriculum
Grade 1,
Lesson 10
Assertiveness
Vocabulary/Big Ideas: Conflict, BIG problem, small problem, no problem, and the ABCD’s of conflict
Our gathering was a great way to assess students. They shared their feelings/moments about when they have felt strong on the inside. The students were able to share wonderful moments. Now, I just need to find a way to document their performance and their level of achievement on the rubrics/standards.
I tweaked the lesson quite about for clarity and continuity of the previous lesson. I like it when lessons can build/bridge upon each other.
Harcourt/SEL alignment
Erica Monkelien
Writing Prompts
Jennifer Blome
First Grade
Past Lessons (Lesson #1 and #2) and Extensions (One for each lesson.)
Lesson #1 Making Connections
I found this lesson to be very applicable to our daily needs in first grade. It was really nice to start a new program with the students today. I found myself eager and excited, which made the kids feel the same too. They were engaged in the topic of listening, it was meaningful to their lives, and really quick. The lesson lasted for about 35 minutes. I had everything written on the board. I think the agenda listed out helped the students to anticipate our next move. When we did our summary the students knew the closing was near.
I found the activity a little confusing in the book, so I tweaked it a little. We role-played right from the start. I modeled good and poor listening. Students observed right away and gave feedback during our discussion. Then we moved into some partner sharing with our own talking sticks. The students loved this, as they picked topics from our brainstorm (favorite foods, places, animals, colors, and games).
During our summary we made a list of what good listeners do. We stayed on topic and had to re-direct some ideas. For example, someone said, “We don’t hit or kick when someone is talking.” I said, “Your right, we try to stay calm. Safety is a rule we follow in school all the time.”
Upon completing this lesson, my students had gym class. I wish the transfer from this lesson had been a little greater. They seemed to have “dropped” the skill rather quickly. Will need to go back to the extension activities and check back frequently to the poster (every hour).
Extension Activities with Literature
We read Franklin’s New Friend by Paulette Bourgeois. I forgot how much I love Franklin’s stories. It was very meaningful and the students could relate to the feelings of being “new”, “alone”, and “unsure”. It was a great read and discussion.
We also read The Mixed-Up Chameleon by Eric Carle. This story was easily enjoyable and relatable to real life feelings. In addition to the lengthy discussion, we responded to the story with a writing activity. The students finished the sentence starter, “ I wish to/for _ ”. Most students picked something they wanted to learn, some students picked something they wanted.
Lesson #2 Creating a Positive Classroom Environment
I really enjoyed this lesson. It was powerful and made me think about being more positive. People do need us to help them feel comfortable and important. Put-ups are a natural part of my day. But I would like them to be more specific and meaningful. I am reading this case study book for my master’s program written by Myers and Manning, it details how a first year teacher made more connections with kids after “talking” about them. It is ok give skill oriented put ups.
I taught the lesson in about 40 minutes. They really liked Maria’s story and responded well to putting her heart back together. We actually taped up the put down heart pieces onto the put up heart to add another visual/physical connection. Like Dr. Bailey says, “Connections on the outside help make connections on the inside”. I look forward to see the kids transfer this knowledge into other areas of our classroom. Tomorrow is a new day!
Extension Activity “Car Wash”
We helped each other “sparkle” as they went through the “Put-Up Wash”. The kids really enjoyed it. I didn’t really like the reference to dirty cars. I think I would like to use the words “dull” and “sparkly”. We can use the “Put-Up Wash” to help each other shine in the future.
Jennifer Blome
First Grade
4/29/10 (Lesson delivered)
4th Qtr SEL Lesson
Self-Awareness
Vocabulary/Big Ideas: Self-esteem, feeling complete, satisfied, puzzled, quest, etc.
Our lesson began with a fun gathering activity. We played a game of telephone with the sentence frame, “I like_ .“
We read the story Pezzettino by Leo Lionni. The students loved the story of little Pezzettino who is searching for his “bigger piece”. We engaged in thoughtful dialogue with the big ideas.
The students created “pezzettino” projects made out of little squares. The each named their character and wrote a story about it.
For example, “The Wise One with a Long Neck” (would be a smart giraffe).
We closed our lesson with an author’s chair of our pictures and stories.
Debbie Bond Lessons attached below
Debbie Bond
Lesson 8 from the book, 104 Activities That Build written by Alanna Jones.
Lesson Name: Personal Flag p. 183 (Self-discovery games and activities section).
The objective is to express yourself in a creative way and to share about your life with others in the group.
*I had shared this lesson with other teacher, J. Bome, and she had just read the book about Benny Benson and the Alaska Flag and made flags with her class.
I introduced the flag story but didn't finish it. I was worried the students who copy the Alaska flag so I didn't complete the story. I model examples on doing a personal flag. Then students created their own. It was a great way to share things we like to do. We found out more informatin about each other even though we've been together the whole year.
Later, we finished the Alaska Flag book and I am glad I did. I'll do this project again next year!
I hope to do several more of the activities from 104 Activities That Build. They all look worthwhile and very fun!